Review korean drama The Greatest Love and 49 days

Wuaaahhhhhhh…  Postingan sebelumnya dah saya sebutin 24 korean drama yang saya pilih buat di nonton di liburan kali ini. Benar-benar gak sabar buat bagi ceritanya sama kalian. Kebetulan 2 drama Korea yang dah saya nonton itu, 49days and the greatest love. I don’t have anything to say… *speechless* gak salah pilih kalo kalian mau nonton 2 korea drama ini. But firstly, I would like to say thank you for my best friend “chun2” yang dah menyediakan dvd ini, so I don’t have to buy it, just copy it!! Hahahahaha :*

Review dimulaiiiiiii…… Dimulai dari drama “49days”. Well, mungkin kalian dah gak asing lagi sama drama korea ini, alnya dah tayang juga di tipi kan ya.. tapi gak ada salahnya buat ngerievew. Drama ini dibintangi oleh Lee Yo Won, Nam Gyo Ri, Jo Hyeon Jae, and Bae Soo Bin. Sebenernya sih, bisa dibilang drama ini termasuk melodrama, meskipun ada beberapa scene yang lucu, tapi secara keseluruhan, darama ini termasuk drama yang bisa bikin kamu nagis darah *lebay*. Awal cerita dimulai ketika seorang perempuan muda bernama Ji-Hyun yang mungkin bisa saya bilang termasuk orang yang sangat ceria, mungkin karena terlalu cerianya, tepat pada saat ia ingin menikah, gak tahunya, dia mengalami kecelakaan, sampai akirnya dia koma. Hm, jangan sedih dulu, belum sampai disitu. Rupanya, Ji-Hyun mendapatkan kesempatan kedua untuk hidup dengan syarat, dia harus menemukan 3orang yang menangis karena merasakan kehilangan sosok Ji-Hyun, tapi ketiga orang itu, tidak boleh dari anggota keluarganya. Trus, untuk mememnuhi syarat itu, ia meminjam tubuh seorang gadis yang tidak memiliki siapa-siapa bernama Yi-Kyung yang merupakan pekerja part time pada salah satu toko. Ada banyak sekali hal yang terjadi selama ia memenuhi syaratnya itu. Bahkan melalui komanya, ia menemukan banyak sekali hal yang tidak ia sangka, mulai dari fakta tentang tunangannya, sahabatnya, seorang pria yang diam-diam mencintainya, bahkan fakta tentang saudara kandungnya yang hilang. Ups! Sepertinya saya terlalu menikmati review ini sampai-sampai lupa kalo it’s just a review. So, mau tau cerita lengkapnya, nonton 49days as soon as possible. Oh ya, 1 hal penting yang saya lakukan setelah nonton Korean drama adalahh.. tada “download soundtrack” yap, ada satu lagu yang saya sangat-sangat dan saaaaangat saya suka adalah lagu yang dinyanyikan oleh Seo Young Eun dengan judul 잊을만도 한데. Sediiihhh banget kedengarannya, meskipun secara keseluruhan gak tau artinya, tapi entah kenap soundtrack korea drama itu lebih terasa emosional loh daripada lagu boyband atau girl band korea. Jadi, kalo dah nonton, download lagunya juga biar lebih berkesan gimanaaaaa gituuuu.. Ok? 

The next Korean drama yang bakalan saya review ini, judulnya “the greatest love”. Same with the title, it’s a great drama ever. Hmm… sumpah, drama ini bikin saya ketawa ampe setengah mampus. Emang pas buat ngasih cap ke drama ini sebagai the real Romance Comedy. Drama ini dibintangi oleh Cha Seung Won sebagai Dok Go Jin (Hwaaaaa…. Asal tau saya, dia sekarang 41 tahun tapi masih keliatan 30an, lekong bangeeeeetttt) and Gong Hyo Jin sebagai Gu Ae Jung. Hm.. saya jadi bingung mau mulai review dari mana, alnya lucu banget sampe rasanya neuron di otak saya pada putus! *Lebay High Level*. Okey, kita mulai dengan Gu Ae Jung, dia dulunya seorang personil dari girl band National Treasure Girls (NTG) yang sempat sangat popular di tahun 2001. Setelah 1 tahun berhasil di dunia music, mereka meutuskan untuk bubar karena sesuatu hal telah terjadi. Namun hingga 10 tahun kemudian setelah kepopulerannya, ia malah selalu mendapatkan cap sebagai artis gagal dan penuh konflik. Ia melakukan berbagai macam cara agar tetap menjadi aktris terkenal. Tapi lagi-lagi ia tetap stuck di tempat. Ckckckck, hingga akhirnya, ada satu kejadian lucu yang buat dia akhirnya ketemu sama si actor sempurna Dok Go Jin. Mulai saat itu, semua hal yang dilakukannya, entah kenap, selalu membawa Dok Go Jin dalam situasi sulit, tapi semua kejadiannya itu bikin kamu bakal ketewa sampai mampus. Oh iy, meskipun dari luar ia terlihat sempurna, ternyata ada penyakit yang ditutupinya. Tapi jangan pikir seperti sinetron Indonesia yang penyakit lupa ingatan kek, kanker lah, apalah, inilah yang bikin dia dikasihani, maka kamu bakal salah besar. Dok Go Jin rupanya bermasalah dengan jantung, bahkan 10 tahun yang lalu ia melakukan operasi jantung luar biasa namun bisa bertahan sampai saat ini. Jadi, jangan heran kalo dia make’ alat penghitung kecepatan detak jantung kaya jam tangan gitu. Dia selama ini berada di zona aman 60-90, tapi, setelah terlibat beberapa hal dengan si polos Gu Ae Jung, entah kenapa dia keluar dari zona amannya. Ternyata Dok Go Jin jatuh cinta pada Gu Ae Jung. Tapi ternyata ia merasakan cinta sepihak di umurnya yang sudah setua ini. Memalukan. Tapi, ia berjanji akan membuat Gu Ae Jung mencintainya. Ia melakukan berbagai macama cara and  tentu saja Gu Ae Jung juga mencintainya tapi ia menyembunyikan perasaannya karena beberapa hal. Gu Ae jung juga mengikuti acara couple making, yang di buat oleh mantan personil NTG lainnya yang membuat Gu Ae Jung mendapatkan penghinaan selama 10tahun, ia bernama Kang Se Ri. Di acara ini ada seorang Dokter herbal bernama Yoon Pil Joo yang menjadi pria misterius di acara couple making dan lagi-lagi karena beberapa kejadian lucu ia juga jatuh cinta pada Gu Ae Jung. Namun begitulah, cinta gak mungkin berjalan mulus *sok dewasa* hahaha,  Ribet untuk menceritakan cerita cinta mereka karena jalan ceritanya gak bakalan bisa kamu duga. Tapi, kamu gak bakalan nyesel nonton drama ini…. I Swear! Yang butuh hiburan karena patah hati, kamu cocok nonton ini…!! Kamu bakal dapat pelajaran soal cinta dari drama ini…… hahahahha… so, beli atw download atau terserah dengan cara apapun U have to watch this drama!!! Soal soundtrack jangan kjawatir, ada 3 lagu yang sangat saya suka, yaitu lagu dari G.NA – Cause u’re my man, K-Will – Real Love song and yang terakhir, Sunny Hill – Throbbing Heart. Hwaaaaa… senang rasanya nonton drama ini. Karena sukanya, saya sudah nonton ini 2kali! Yap, 2 kali! Soundtracknya juga ok banget.  

Jadi, temen-temen pecinta drama korea, gak ada salahnya nonton kedua drama ini. Jangan lupa untuk menantikan postingan selanjutnya untuk review drama selanjutya. Masih ada 22 drama yang belum di bahas. Jadi… setia yaa buat baca postingan Orang2an Sawah…!! Hehehe...

Review Korean Drama Series

Hmmm… Lega sekali rasanya, akhirnya setelah menahan diri selama 1tahun (bayangkan 1 tahun boo) buat gak nonton drama korea, akhirnyaaa…. Jeng-jeng-jeng-jeng… saya bisa nonton sepuasnya… Hwaaaaa… terus terang saja, banyak sekali korea drama yang saya lewatkan selama setahun ini. Padahal sejak SMA, saya menjadi penggemar drama korea yang paling menggebu-gebu. Bersama sahabat saya dulu waktu SMA called her “uyu”, kita bahkan rela patungan uang jajan untuk beli dvd bajakan. Yap, Dvd bajakan…! (*don’t tell it to other).

Okay, in the beginning of this year, saya benar-benar kangen dengan kebiasaan lamaku yaitu watching dvds ‘til the mid night. Sampai akhirnya, saya ngecek di koreandrama.org, ternyata ada sekitaran 24 korean drama yang saya mimpi2kan untuk saya nonton sampe liburan ini selesai, diantaranya:

•  49 days
• Manny 
•  Baby faced beauty 
•  The greatest love 
• Lie to me 
•  Romance town 
•  You’ve fallen from me 
•  Myung wol the spy 
• The princess man 
•  Scent of a woman 
•  Protect the boss 
•  Can’t live with losing 
• The musical 
•  Noriko goes to seoul 
• Poseidon 
• Glory jane / man of honor 
• Flower boy ramyun shop 
•  Me too, flower 
• What’s up / zero plus 
•  Color of woman 
• Padam, padam 
•  Take care of us captain 
• Wild romance

Well, dari ke -24 yang sudah saya list diatas, masih ada 4 yang sekarang lagi tayang di Korea, jadi susah dapat dvd nya. Tapi, kalo yang 20 lainnya, tenang aja guys and girls, baca postingan saya selanjutnya untuk tahu review setiap drama….!! So, gak sabar untuk berbagi ini pada kalian. Tunggu yah postingan selanjutnya.

3nur-syzt' 1st project - batik

THE 1^st 3NUR-SYZT’ PROJECT : “BATIK”

Setelah sekian lama bergelut dengan dunia perkuliahan yang dipenuhi oleh diskusi-diskusi yang cukup membosankan, akhirnya kami membuat sebuah rencana yang kami sebut sebagai “3nur-syzt’ project”. Project ini kita buat karena beberapa alasan gak penting sama sekali yang memaksa kami untuk mengerjakan project ini. Hahahahah :D ,Alasan pertama itu seperti yang dah saya ceritakan sebelumnya, bosan dengan minggu2 yang dipenuhi oleh perkuliah atau bisa dibahasakan “kurang kerjaan”. Hihihi. The second reason is kita dah 6bulan gak pernah buat foto-foto kompakan lagi, sebenarnya ini bukan keharusan sih bagi banyak orang buat foto kompakan kaya begini, tapi bagi kami FOTO ITU LEBIH PANTING DARIPADA MAKAN PAGI!!! Hahahaha. Gokil gak tuh! Alasan terakhir dan yang gak kalah gak pentingnya adalah waktu liburan ke jogja kemarin, kita beli baju batik yang kita sebut “batik cuantiikk” karena belum ada yang punya seperti yang kita punya looohhhh (Bangga binti pamer high level), kan sayang kalo gak di pake buat foto2!!!

Sebenernya rencana ini dah kita buat dari bulan November kemaren, tapi selalu, selalu, dan selalu Tuhan tidak mengizinkan (I mean HUJAN ciiinnnn!!!).  rencananya kita mau manfaatin hari minggu, tapi setelah kami siap2 lengkap dengan bulu mata palsu dan costum yang apik, tanpa kita sangka dan kita duga, hujan mengguyur kota Makassar dengan sangat-sangat dan sangat tidak berperasaan!! T_T. sampai akhirnya, saya mengusulkan kita pilih hari setelah kuliah saja, yaitu hari Rabu 21 Desember kemarin sebagai target hari yang pas! Dengan harapan gak aka nada hujan yang mengguyur kota Makassar. 

Dan hari itu datang jugaa…. \(^o^)/ bahagianyaaaa… selama di kelas, kita dah gak tenang karena mikirin photo sessionnya. Well, setelah selesai kuliah kami (rathy, ayha, chun2, ulhy and nabe) prepare gila2an buat photo sessionnya. Mulai dari baju, make up and pastinya model jilbab. Hahahaha. Saat-saat seperti ini yang memaksa saya harus berpenampilan lebih terlihat “feminine” dari wujud sebenarnya. But I really like this challenge. Make-up artist kita hari itu adalah Chun2, and hijab style kita di atur oleh miss suara’ ayha. Sepertinya kita sampai memakan waktu 2jam untuk dandan, and waktunya berangkat buat jemput lelaki tertampan kami (dezzz!!!) si Mustansir cosmow binti wahid isnaini tsalatsa... hahahaha. 

Lokasi yang kita pilih untuk project pertama adalah Rumah adat tana toraja di Benteng somba Opu. Sebelumnya saya gak nyangka kalo tempatnya itu sekeren ini, so I recommend this place as a beautiful one yang bisa kalian pake buat pemotretan. Photographer andalan kita Iyaph suriyap dah siap take kita. Wooow, ternyata jadi model itu capek juga yah, 3jam lebih waktu yang kami pake buat foto2 ini and pastinya diambil dari berbagai sudut… Orang2 yang juga datang ke benteng somba opu mungkin mengira kami dari agency modeling tertentu kali yah, bagaimana nggak, gak mungkin ada orang yang foto buat koleksi pribadi ampe preparenya yang seluarbiasa kaya kita. Ternyata mereka malah ikutan nge-foto kita. Emang susah kalo jadi seleb.. hahahaha and this is the result of our photo session.. Check this one out!

   

Metode Pembelajaran Bahasa: The Oral Approach and Situational Language Teaching

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

A.     Background

Ø  Pioneer

The most prominent figure of oral approach are Harold Palmer and A.S. Hornby. They attempted to develop a more scientific foundation for an oral approach to teaching English than was evidenced in the Direct Method.  The result was a systemic study of the principles and procedures that could be applied to the selection and organization of the content of a language course (Palmer 1917, 1921).

Palmer, Hornby and other British applied linguists from the 1920s onward developed an approach to methodology that involved systematic principles:

1.      Selection (the procedures by which lexical and grammatical content was chosen),

2.      Gradation (principles by which the organization and sequencing of content were determined),

3.      Presentation (techniques used for presentation and practice of items in a course).

Then, one of the most active proponents of the oral approach, George Pittman was developing an influential set of teaching materials based on the situational approach. The main characteristics of Situational Language Teaching were as follows:

1.      Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.

2.      The target language is the language of the classroom.

3.      New language point are introduced and practiced situationally.

4.      Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

5.      Items of grammar are graded following the principle that simple forms should be taught before complex ones.

6.      Reading and writing are introduced once a sufficient lexical and grammatical basis is established.

Ø  Year

The origins of this approach begin with the work of British applied linguists in the 1920s and 1930s. Beginning at this time, a number of applied linguists developed the basis for a principled approach to methodology in language teaching. Harold Palmer and A.S. Hornby were the most prominent figures in British twentieth-century language teaching. (Richards and Rodgers, 1986).

The oral approach was the accepted British approach to English language teaching by the 1950s. and it continues to be widely used in the 1980s.

Ø  Reason

Harold Palmer and A.S. Hornby attempted to develop a more scientific foundation for an oral approach to teaching English than was evidenced in the Direct Method.  The things that become discretion to develop this approach are Vocabulary and Grammar control.

Vocabulary Control

One of the first aspects of method design to receive attention was the role of vocabulary. In the 1920s and 1930s several large-scale investigations of foreign language vocabulary were undertaken. The research came from two quarters,

1.      There was a general consensus among language teaching specialists, such as palmer, that vocabulary was one of the most important aspects of foreign language learning.

2.      The increased emphasis on reading skills as the goal of foreign language study in some countries. Vocabulary was seen as an essential component of reading proficiency.

Grammar Control

Parallel to the interest in developing rational principles for vocabulary selection was a focus on the grammatical content of a language course. He was directed toward developing classroom procedures suited to teaching basic grammatical patterns through an oral approach. Palmer viewed grammar as the underlying sentence patterns of the spoken language.

B.      Approach

Theory of language

Ø  Structural View

The theory of language, “Structuralism” as the characteristic of Situational Language Teaching is Speech was regarded as the basis of language and structure was viewed as being at the heart of speaking ability. Pedagogical descriptions of the basic grammatical structures of English which developing the methodology are Word order, structural words, the few inflexions of English, and content Words, will form the material of teaching language.

“Our principal classroom activity in the teaching of English structure will be the oral practice of structures. This oral practice of controlled sentence patterns should be given in situations designed to give the greatest amount of practice in English speech to the pupil”. (Pittman 1963: 179)

Ø  Interactional View

One of the distinctions of Situational Language Teaching is knowledge of structure must be linked to situations in which they could be used. It has a close relationship between the structure of language and the context and situations in which language is used. Language was viewed as purposeful activity related to goals and situations in the real world.

Theory of learning

Ø  Process-oriented theory

The theory of learning underlying Situational Language Teaching is a type of behaviorist habit-learning theory. It addresses primarily the process rather than the condition of learning. According to Palmer’s point of view, there are three processes in learning a language:

1.      Receiving the knowledge or materials,

2.      Fixing it in the memory by repetition,

3.      Using it in actual practice until it becomes a personal skill.

Ø  Condition-oriented theory

Like the Direct method, Situational Language Teaching adopts an inductive approach to the teaching of grammar. The meaning of words or structures is not to be given through explanation in either the native tongue or the target language but is to be induced from the way the form is used in a situation. The learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented. The learner is also expected to apply the language learned in a classroom to situations outside the classroom.

C.      Design

Ø  Objectives

To teach a practical command of the four basic skills of language approached through structure

Ø  Syllabus Model

Oral Approach and situational language teaching using structural syllabus and word list

Ø  Types of Learning and Teaching Activities

OA & SLT using situational approach to presenting new sentence patterns and a drill-based manner of practicing them

Ø  Learner Roles

1.      Learner is required simply to listen and repeat what the teacher says

2.      Learner giving respond to question, asking each other question and command

3.      Learner has no control over the content of learning

4.      More active participation is encouraged

Ø  Teacher Roles

1.      The teacher function is threefold:

a.      As a model

b.      Setting up situation in which the target structure is created

c.       Modeling new structure for student to repeat

2.      Teacher more like skillful conductor of an orchestra

3.      Teacher is required to be a skillful manipulator using question, commands, and other cues to elicit correct sentence from the learners 

4.      Lessons are hence teacher directed

5.      Teacher sets the pace

6.      Students are given more of an opportunity to use the language in les controlled situation, but the teacher is ever on lookout for grammatical and structural errors that can from the basis of subsequent lessons.

Ø  The Role Of Instructional Material

Oral approach and situational language teaching is dependent upon both a textbook and visual aids.

D.     Procedure

Classroom procedures in the Situational Language Teaching vary according to the level of the class, but procedures at any level aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading and writing. The lesson plan of the teacher in oral approach and situational language teaching might consist of these parts:

1.      Receiving the materials or knowledge

2.      Revision (to prepare for new work if necessary)

3.      Presentation of new structure or vocabulary

4.      Oral practice (drilling)

5.      Reading of material on the new structure or written exercise.

The technique used in presenting new language items is oral drilling to create the situation. Teaching procedures (activity) to be used with Situational Language Teaching consist of:

1.      Listening Practice. The teacher obtains his student’s attention and repeats an example of the patterns or a word in isolation clearly, several times, probably saying it slowly at least once.

2.      Choral imitation. All students together or in large groups repeat what the teacher said.

3.      Individual imitation. The teacher asks several individual students to repeat the model he has given in order to check their pronunciation.

4.      Isolation. Teacher isolates sounds, words or groups of words which cause trouble and goes through techniques 1-3 with them before replacing them in context.

5.      Building up to a new model. Teacher gets students to ask and answer questions using patterns they already know in order to bring about the information necessary to introduced the new model.

6.      Elicitation. The teacher using mime, prompt words, gestures, etc, gets student to ask question, make statements or give new examples of the pattern.

7.      Substitution drilling. The teacher uses cue words to get individual students to mix the examples of the new pattern.

8.      Question-answer drilling. The teacher gets one student to ask a question and another to answer until most student in the class have practiced asking and answering the new question form.

9.      Correction. The teacher indicates by shaking his head, repeating the error, etc., that there is a mistake and invites the student or a different student to correct it.

E.      Strengths and Weaknesses

Ø  Strengths

1.      Oral approach develops students' speaking skills, along with grammar control.

2.      With-habit behaviorist learning theory, students will practice constantly over and over and it can be a personal skill which can be applied outside the classroom.

3.      With the emphasis on grammar control, students can automatically set the basic sentence structure and patterns not only in speaking skill but also on writing skills.

4.      By using a situational syllabus, the teachers will develop their creativity by looking at the situation in the classroom.

5.      Oral technique drills greatly assist students in visualizing something, so they are easier to remember new word (vocabulary) in the learning process.

Ø  Weaknesses

1.      It will be boring if the learning process performed repeatedly.

2.      Writing was limited to the grammatical structure and reading was limited to new vocabulary

3.      It will not be a guarantee that students who exercise repeatedly could develop language skills outside the classroom when environment only using the mother tongue

4.      It takes quite a long time to learn one material because they have done repeatedly until the material is actually capable of being personal skills.

5.      Students will be afraid to argue because they are required to avoid the pronunciation and grammar errors.

6.      Students who are less able to use the target language will be limited in issuing his opinion.

 

REFERENCES

Richard, J.C and Rodger, T.S. 1986. Approaches and Methods in Language Teaching: A description and analysis. New York: Cambridge University Press.

http://myenglishpages.com/blog/situational-language-teaching-oral-approach